By: Lindsey Harris

Definition of Assertive Discipline An approach to classroom management that was

developed by Lee and Marlene Canter.

High level of teacher control

The teacher controls their classroom in a firm but positive manner

Teachers must establish rules and directions that clearly define the limits of acceptable and unacceptable student behavior

http://en.wikipedia.org/wiki/Assertive_discipline

Overview of Steps First time- Warning or reminder & supportive feedback

ex: “You should be working on the problems on page 62, this is your reminder” (Two students continue talking)

Second time-Minimum corrective actionex: “I can see that you have chosen to break the rules, you will need to stay in your seats one minute after class.”

Third time- Escalate corrective actionex: “You will need to stay in your seats two minutes after class.”

Fourth time- Escalate corrective action further & supportive feedback

ex: “Take your cooks and move to the chair in the back of the room.”

Fifth time- Assertive command

ex: “You have chosen to break the rules, you will need to leave and go to the principal’s office.”

Philosophy of Assertive Discipline

You have the right and the responsibility to establish rules and directions that clearly define the limits of acceptable and unacceptable student behavior.

You have the right and responsibility to be supportive of those students who are not disruptive .

Philosophy continued

You have the right and responsibility to teach students to consistently follow these rules and directions throughout the school day and school year.

You have the right and responsibility to ask for assistance from parents and administrators.

Establishing a Classroom Discipline Plan

1. Establish rules that students must follow at all times.

2. Develop supportive feedback that students will consistently receive for following the rules.

3. Corrective actions that the teacher will consistently use when a student chooses not to follow the rules

Example Discipline Plan1. Classroom Rules Follow directions

Be in the classroom and seated when the bell rings

Do not swear or use put downs

2. Positive Recognition Supportive feedback

Positive Notes sent home to parents

Privilege Pass

Example Discipline Plan3. Corrective Actions

1st time- Warning

2nd time- Stay in class one minute after bell rings

3rd time- Stay in class two minutes after bell rings

4th time- Call Parents

5th time- Classroom isolation

6th time- Send to principal

4. Severity Clause: Send to principal

Examples of Supportive Feedback

Giving Verbal Recognition

Positive Notes and Phone Calls

Behavioral Awards

Special Privileges

Tangible Rewards

Teacher Behavior Continuum Looking

Establish a plan that is published to students, parents, principal

Post the rules in the class

Teaches the discipline plan to students

Naming/Questioning

“We should all be doing______”

“What should we be doing now?”

Teacher Behavior Continuum Commanding

“I want you to stop talking now!”

“This is your last warning”

Modeling/Reinforcing

Teacher must follow up a warning with a corrective action

Actually putting the discipline plan in place

Follow through

Severity Clause

If the student were endangering property, himself, or others

Go straight to the harshest punishment

Suggested Classroom Procedures

Scanning

Circulating the Classroom

Redirection

Reference All of this material was taken from:

Wolfgang, C.H. (2005). Solving discipline and classroom management problems: Methods and models for today’s teachers (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.